What Teachers, Parents, and Administrators Must Do About Student Behavior
Educate, Medicate, or Litigate? examines bullying, subversive behaviour, and other negative psychosocial behaviours from their roots to their eventual eruptions. Until now, the response to antisocial behavior in schools has been generally reactive in nature due to the fact that few contemporary 'preventative' measures actually prevent anything. Robert DiGiulio analyzes common myths about school violence and its origins. Then, drawing on research and empirical knowledge, he prescribes best practices / administrative action that will help schools prevent violent incidents from occurring.
* Timely contributions to research and practice * Unique approaches among which include: socio-economic, cultural, emotional, sociological, and cognitive. This important book explores the diverse answers to questions posed about the educational achievement of African American males. Leading scholars in the field of Urban Education share their unique approaches to this serious issue, and pave a way toward achieving high-quality education for African American males.
* Timely contributions to research and practice * Unique approaches among which include: socio-economic, cultural, emotional, sociological, and cognitive. This important book explores the diverse answers to questions posed about the educational achievement of African American males. Leading scholars in the field of Urban Education share their unique approaches to this serious issue, and pave a way toward achieving high-quality education for African American males.
`Provides an important first step in helping us surface the mental modes we hold of the teaching and learning of diverse student populations' - Nelda Cambron-McCabe, Department of Educational Leadership, Miami University, Oxford, Ohio This book is about the paradox of relegating students with individual differences into seperate systems, protecting mainstream students from their influence, while at the same time trying to manage the cultural imperative of equity and excellence for all students This book helps administrators manage the separate systems of general and special education by demonstrating how to effectively unify the systems. The book proposes that each student should be addressed through personalized educational programming, rather than applying these to special education students only.
`Provides an important first step in helping us surface the mental modes we hold of the teaching and learning of diverse student populations' - Nelda Cambron-McCabe, Department of Educational Leadership, Miami University, Oxford, Ohio This book is about the paradox of relegating students with individual differences into seperate systems, protecting mainstream students from their influence, while at the same time trying to manage the cultural imperative of equity and excellence for all students This book helps administrators manage the separate systems of general and special education by demonstrating how to effectively unify the systems. The book proposes that each student should be addressed through personalized educational programming, rather than applying these to special education students only.
"A clearly written, concise, and inspired book..." -Lourdes Arguelles Professor of Education and Cultural Studies Claremont Graduate University Blending philosophy, research, and three decades of practice, the author offers an engaging discussion of essential principles of timeless learning, including attention, contemplation, connection, participation, responsibility, wholeness, and joy. Educators in today's schools can apply these principles, models, and methods to inform instruction in their own classrooms and teaching practices. Some of the benefits timeless learning can bring include: Helping students develop deep joy, wholeness, awe and wonder, and a sense of purpose Improving attention, alertness, perception, and memory Using meditation and contemplation to help reduce stress, anxiety, heart rate, and blood pressure
Wisdom as an outcome of education is often overlooked and drowned out by the demands of concept attainment, skills mastery, and high-stakes assessments. But wisdom in teaching and learning is the central topic of this small book. Blending philosophy, research, and three decades of practice, author Jack Miller offers a readable and accessible discussion of timeless principles of learning, including attention, contemplation, connection, participation, transformation, mystery, responsibility, wholeness, and joy. The author shows us how the themes of timeless learning have been discussed in the works of Emerson, Thoreau, and Alcott; how they are put into practice in Montessori, Waldorf, and Krishnamurti schools; and how teachers in today's schools can apply the principles, models, and methods of timeless learning to inform instruction in their own classrooms and teaching practice.
In this revised edition of their bestselling book, the authors provide a comprehensive character education framework designed to help primary school administrators, educators , and concerned citizens organize, implement, and assess character education programmes in their schools. The authors propose many new ideas, suggestions, and promising practices that may be personalized to fit the needs and interests of a school, community, and children and youth. These include tips for leaders on how to involve all stakeholders and how to reach consensus, steps for developing a values curriculum, and strategies for instruction and staff develoment.
"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle's focus on cultural and linguistic transformation across four generations is truly unique." -Stacey J. Lee, Professor of Educational Policy Studies University of Wisconsin-Madison "Rong and Preissle's first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context." -A. Lin Goodwin, Associate Dean and Professor of Education Teachers College, Columbia University Clear guidelines for making informed instructional decisions for immigrant students. Between 1990 and 2005, the number of immigrants and their children in the United States reached more than 70 million, or more than 20% of the nation's population. Today, educators face significant shifts in the educational landscape. This revised sourcebook supplies educational policy makers and administrators with the information they need to address new challenges in providing children of diverse backgrounds with a quality education. This new edition of Educating Immigrant Children gives educators contemporary perspectives on immigration by clarifying the current demographic data and its significance for schools. The authors present updated information on the unique needs of immigrant students, including children from the Middle East and students of white non-Hispanic backgrounds, and help educators explore evidence-based practices and policies for adapting and improving the learning environment. The second edition examines: Factors that influence linguistic transition and educational achievement Strategies for working with immigrant families Equitable assessment approaches and accountability measures Data-based management methods for informed decision making Wide-ranging and illuminating, this book should be on the shelf of every educator and anyone who plays an active role in the education of immigrant children.
